Editorial. Educational neuroscience: An opened challenge
In the last few years, neuroscience research has started having an impact on education, by expanding the theories of learning with interesting implications also from an operational and practical point of view. Already in 2017, the Organization for Economic Cooperation and Development (OECD) sugges...
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| Format: | Article |
| Language: | English |
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Firenze University Press
2023-02-01
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| Series: | Italian Journal of Educational Technology |
| Subjects: | |
| Online Access: | https://ijet.itd.cnr.it/article/view/1306 |
| _version_ | 1797704870330892288 |
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| author | Chiara Fante Rosalba Morese Dario La Guardia |
| author_facet | Chiara Fante Rosalba Morese Dario La Guardia |
| author_sort | Chiara Fante |
| collection | DOAJ |
| description |
In the last few years, neuroscience research has started having an impact on education, by expanding the
theories of learning with interesting implications also from an operational and practical point of view. Already in 2017, the Organization for Economic Cooperation and Development (OECD) suggested technology and neuroscience are two key areas of development for education, as the consideration of the learners’
brain-body functioning can support the development of better teaching methodologies and technology-enhanced learning practices; however, the integration of neuroscientific research findings into educational
theory and practice, avoiding direct and simplistic applications, is still an open issue.
In recent decades, a debate in the research community on this subject has been fostered by the contribution of
John Bruer, where he stated that “neuroscience has little to offer teachers in terms of information about classroom practice” (1997, p. 4) and that cognitive psychology is the only viable bridge to link knowledge about
brain functioning and educational theory. His point of view represents a critical response to the rapid proliferation during that time of misconceptions created by misreading or simplifying scientifically established data
to justify the use of brain research in educational practice. Subsequently, several scientists have focused on
clarifying how knowledge of brain structure and functioning can have a positive impact on the school system
and educational field, arguing that Educational Neuroscience is not only a way to improve teaching but should
aim to explain how students learn and how learning processes change our brain (Howard-Jones et al., 2016),
and that different bridges need to be built to characterize this field of research “with multiple methodologies
and levels of analysis in multiple contexts” (Ansari & Coch, 2006, p. 146). However, within this debate, it is
also argued that the gap between neuroscience and education cannot be solved by supporting the interaction
between neuroscientists and teachers or by building a “bridge” between different fields, but rather by the
development of evidence-based education (Della Sala & Anderson, 2012); moreover, evidence that the brain
changes in response to teaching may have no relevance to teachers, since the only relevant question is whether
students learn and how learning is reflected in their behaviors (Bowers, 2016).
To date, these different theoretical viewpoints promote ongoing critical discussion among educational researchers and stakeholders.
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| first_indexed | 2024-03-12T05:27:53Z |
| format | Article |
| id | doaj.art-9c1c212c425d4192853817a08caaa4e0 |
| institution | Directory Open Access Journal |
| issn | 2532-4632 2532-7720 |
| language | English |
| last_indexed | 2024-03-12T05:27:53Z |
| publishDate | 2023-02-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Italian Journal of Educational Technology |
| spelling | doaj.art-9c1c212c425d4192853817a08caaa4e02023-09-03T07:14:50ZengFirenze University PressItalian Journal of Educational Technology2532-46322532-77202023-02-0110.17471/2499-4324/1306Editorial. Educational neuroscience: An opened challengeChiara Fante0Rosalba Morese1Dario La Guardia2Institute for Educational Technology, National Research Council, Genoa, ItalyUniversity of Italian Switzerland (USI), Faculty of Biomedical Sciences, Lugano, SwitzerlandInstitute for Educational Technology, National Research Council, Palermo, Italy In the last few years, neuroscience research has started having an impact on education, by expanding the theories of learning with interesting implications also from an operational and practical point of view. Already in 2017, the Organization for Economic Cooperation and Development (OECD) suggested technology and neuroscience are two key areas of development for education, as the consideration of the learners’ brain-body functioning can support the development of better teaching methodologies and technology-enhanced learning practices; however, the integration of neuroscientific research findings into educational theory and practice, avoiding direct and simplistic applications, is still an open issue. In recent decades, a debate in the research community on this subject has been fostered by the contribution of John Bruer, where he stated that “neuroscience has little to offer teachers in terms of information about classroom practice” (1997, p. 4) and that cognitive psychology is the only viable bridge to link knowledge about brain functioning and educational theory. His point of view represents a critical response to the rapid proliferation during that time of misconceptions created by misreading or simplifying scientifically established data to justify the use of brain research in educational practice. Subsequently, several scientists have focused on clarifying how knowledge of brain structure and functioning can have a positive impact on the school system and educational field, arguing that Educational Neuroscience is not only a way to improve teaching but should aim to explain how students learn and how learning processes change our brain (Howard-Jones et al., 2016), and that different bridges need to be built to characterize this field of research “with multiple methodologies and levels of analysis in multiple contexts” (Ansari & Coch, 2006, p. 146). However, within this debate, it is also argued that the gap between neuroscience and education cannot be solved by supporting the interaction between neuroscientists and teachers or by building a “bridge” between different fields, but rather by the development of evidence-based education (Della Sala & Anderson, 2012); moreover, evidence that the brain changes in response to teaching may have no relevance to teachers, since the only relevant question is whether students learn and how learning is reflected in their behaviors (Bowers, 2016). To date, these different theoretical viewpoints promote ongoing critical discussion among educational researchers and stakeholders. https://ijet.itd.cnr.it/article/view/1306EditorialEducational TechnologyTechnology Enhanced Learning (TEL)NeuroscienceEducational Neuroscience |
| spellingShingle | Chiara Fante Rosalba Morese Dario La Guardia Editorial. Educational neuroscience: An opened challenge Italian Journal of Educational Technology Editorial Educational Technology Technology Enhanced Learning (TEL) Neuroscience Educational Neuroscience |
| title | Editorial. Educational neuroscience: An opened challenge |
| title_full | Editorial. Educational neuroscience: An opened challenge |
| title_fullStr | Editorial. Educational neuroscience: An opened challenge |
| title_full_unstemmed | Editorial. Educational neuroscience: An opened challenge |
| title_short | Editorial. Educational neuroscience: An opened challenge |
| title_sort | editorial educational neuroscience an opened challenge |
| topic | Editorial Educational Technology Technology Enhanced Learning (TEL) Neuroscience Educational Neuroscience |
| url | https://ijet.itd.cnr.it/article/view/1306 |
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